What impact can after-school programs have on the educational achievement of high school students? A new study of Chicago's After School Matters (ASM) program -- which offers paid internships in the arts, technology, sports, and communications to teenagers in some of the city's most underserved schools -- finds a relationship between participating in after-school activities and higher class attendance, lower course failures and higher graduation rates.

Even after taking into account student demographic characteristics and prior attendance records, students who participate in ASM miss fewer days of school than their classmates. Similarly, students who participated at the highest levels in the after-school program tended to fail fewer core academic courses (English, Math, Science, and Social Studies). Furthermore, over the course of their time in high school, students who were enrolled in ASM for three or more semesters and those who participated at the highest levels had higher rates of graduation and lower dropout rates than similar students who did not participate in the program.

The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM's contribution to the positive outcomes -- independent of hard-to-observe student characteristics such as enthusiasm or dedication.

Out-of-school opportunities -- such as arts and music programs, sports teams, community service and youth entrepreneurship opportunities -- are increasingly seen as potentially powerful tools to promote positive youth development and to prevent problematic behaviors. Based on in-depth, semi-structured interviews conducted with 99 students in 10th grade in four Chicago Public Schools, this Chapin Hall report explores young people's perspectives on their use of out-of-school time and the influences, barriers, contexts, and processes that contribute to their choices and experiences. The report investigates how young people learn about and choose to get involved in different kinds of out-of-school opportunities and the influence that family members, peers, and non-family adults have on their thinking and decision making. It also explores the relationship between young people's participation in out-of-school programs and their interests, aspirations, and assessments of the kinds of opportunities and barriers found within their families, schools and neighborhoods. Finally, it offers conclusions and recommendations about how to improve opportunities for young people based on the insights provided by them, including specific suggestions about approaches to outreach, access, ongoing engagement and program provision.

Out-of-school opportunities -- such as arts and music programs, sports teams, community service and youth entrepreneurship opportunities -- are increasingly seen as potentially powerful tools to promote positive youth development and to prevent problematic behaviors. Based on in-depth, semi-structured interviews conducted with 99 students in 10th grade in four Chicago Public Schools, this Chapin Hall report explores young people's perspectives on their use of out-of-school time and the influences, barriers, contexts, and processes that contribute to their choices and experiences. The report investigates how young people learn about and choose to get involved in different kinds of out-of-school opportunities and the influence that family members, peers, and non-family adults have on their thinking and decision making. It also explores the relationship between young people's participation in out-of-school programs and their interests, aspirations, and assessments of the kinds of opportunities and barriers found within their families, schools and neighborhoods. Finally, it offers conclusions and recommendations about how to improve opportunities for young people based on the insights provided by them, including specific suggestions about approaches to outreach, access, ongoing engagement and program provision.

Out-of-school opportunities -- such as arts and music programs, sports teams, community service and youth entrepreneurship opportunities -- are increasingly seen as potentially powerful tools to promote positive youth development and to prevent problematic behaviors. Based on in-depth, semi-structured interviews conducted with 99 students in 10th grade in four Chicago Public Schools, this Chapin Hall report explores young people's perspectives on their use of out-of-school time and the influences, barriers, contexts, and processes that contribute to their choices and experiences. The report investigates how young people learn about and choose to get involved in different kinds of out-of-school opportunities and the influence that family members, peers, and non-family adults have on their thinking and decision making. It also explores the relationship between young people's participation in out-of-school programs and their interests, aspirations, and assessments of the kinds of opportunities and barriers found within their families, schools and neighborhoods. Finally, it offers conclusions and recommendations about how to improve opportunities for young people based on the insights provided by them, including specific suggestions about approaches to outreach, access, ongoing engagement and program provision.

High school is becoming the next frontier for after-school advocates. The conceptual and practical leaps from programming for elementary and middle school students to high school students are significant, and the marketing challenges are huge. Arguing persuasively for investments in this population requires revisiting almost every strategic decision made, from public education to policy framing to partnership development. To support policy makers, program leaders and advocates in making decisions related to high school after-school, this commentary summarizes what we know and answers some basic but important questions. Conversations with Kathy Lewis, deputy superintendent for Child, Youth and Family Services in the California Department of Education, and Milbrey McLaughlin, of Stanford University, help us illustrate and bridge the policy and research perspectives on high school programming.

High school is becoming the next frontier for after-school advocates. The conceptual and practical leaps from programming for elementary and middle school students to high school students are significant, and the marketing challenges are huge. Arguing persuasively for investments in this population requires revisiting almost every strategic decision made, from public education to policy framing to partnership development. To support policy makers, program leaders and advocates in making decisions related to high school after-school, this commentary summarizes what we know and answers some basic but important questions. Conversations with Kathy Lewis, deputy superintendent for Child, Youth and Family Services in the California Department of Education, and Milbrey McLaughlin, of Stanford University, help us illustrate and bridge the policy and research perspectives on high school programming.

High school is becoming the next frontier for after-school advocates. The conceptual and practical leaps from programming for elementary and middle school students to high school students are significant, and the marketing challenges are huge. Arguing persuasively for investments in this population requires revisiting almost every strategic decision made, from public education to policy framing to partnership development. To support policy makers, program leaders and advocates in making decisions related to high school after-school, this commentary summarizes what we know and answers some basic but important questions. Conversations with Kathy Lewis, deputy superintendent for Child, Youth and Family Services in the California Department of Education, and Milbrey McLaughlin, of Stanford University, help us illustrate and bridge the policy and research perspectives on high school programming.

The first of several reports to come from CASEL's major meta-analysis
project. Conducted in collaboration with Joseph Durlak of Loyola University
and funded by the W.T. Grant Foundation, this first report describes the
strong positive effects after-school programs can have, and the conditions
needed to realize these benefits.